The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs

Autor/inn/en	Carr, Diamond S.; Manz, Patricia H.
Titel	The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs
Quelle	In: Journal of Early Intervention, 44 (2022) 3, S.252-267 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carr, Diamond S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151211024925
Schlagwörter	Early Intervention; Federal Programs; Social Services; Individualized Instruction; Parent Participation; Learning Activities; Home Visits; Educational Quality; Early Childhood Education; Outcomes of Treatment; Emergent Literacy; Parent Child Relationship; Evidence Based Practice + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Individualisierender Unterricht; Elternmitwirkung; Lernaktivität; Hausbesuch; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks' lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors' individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01